The relationship between student perceptions of school climate and academic achievement in Catholic middle schools

There has been a shift in the debate from "whether" Catholic Schools provide better education to "why" students who attend these schools appear to be better prepared academically. School climate has been linked to student achievement in a number of studies involving both public and Catholic school students. However, these studies have focused primarily on high school students. Even though Catholic middle schools enroll a large number of high-achieving mainstream and minority students, research examining the relationship between climate and achievement in these schools is minimal at best. This study investigated whether a correlation exists between Catholic middle school students' perceptions of school climate and their academic achievement.; This research employed a correlational design to explore the relationship between school climate and academic achievement. Students' responses to survey questions about school were used to develop a school climate scale based on Glasser's assertion (1992) that schools should fill students' psychological needs for belonging, achievement, and freedom. Student achievement and cognitive skill level were measured using nationally standardized tests. The findings of the study suggested that educators should take into account student perceptions of climate if they hope to improve achievement.; School climate correlated with academic achievement and performance for eighth graders, but not sixth graders. School climate did not correlate with students' cognitive skill levels or socioeconomic status (SES). Student SES correlated with academic achievement and cognitive skill levels for 6 th-grade classes, but not for 8th-grade classes. Older children rated their climate less positive than younger children. Boys rated climate less positive than girls. Taken in conjunction with the literature review, these results suggest that school climate is a factor in the effort that Catholic school students expend when managing their studies and in their subsequent academic achievement.; The outcomes of this study suggest the following implications for social change: First, school climate may be a critical factor for improving education in urban public schools. Second, understanding the climate variables that correlate with academic achievement in parochial schools may help both private and public school administrators create a positive climate that improves teaching and learning for all students.